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    Wyświetlanie 1-4 z 4
    Tytuł:
    Hermann von Wartberge (Warburg) and his Origins. New Research and Outcomes
    Autorzy:
    Janiec, Jerzy
    Powiązania:
    https://bibliotekanauki.pl/articles/630982.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Opis:
    The main aim of this paper is to present the findings of the latest, authorial indepth research concerning the ancestry of a chaplain and chronicler to the masters of the Livonian branch of the Teutonic Order, Hermann von Wartberge, who lived in the 14th century. The author successively addresses and attempts to fill the gaps regarding this historical figure using primary and secondary sources. The main conclusion is that Hermann might have originated from the old Mecklenburgian house of von Warburg.
    Źródło:
    Studia Europaea Gnesnensia; 2016, 13; 309-322
    2082-5951
    Pojawia się w:
    Studia Europaea Gnesnensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Problem-solving activity including trust and honesty: spotlighting ‘ASD’ students
    Autorzy:
    Janiec, Jerzy
    Powiązania:
    https://bibliotekanauki.pl/articles/951799.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    creativity
    ASD
    OCD
    perfectionism
    deficits
    Opis:
    How many times dear reader have you found yourself in a quite challenging situation (having an ambitious student, but with depression, social, emotional and interaction deficits, low self-esteem, OCD and everything connected with ASD) when the most crucial was timing (15 weeks and the same amount of subjects to pass by the given learner) and you have been looking for possible solutions without any further favorable outcomes wondering what should be another step of mine as educator in the upcoming end of the school year? This paper is some sort of answer on the given questions providing a far-reaching suggestion, after in-depth reflection and evaluation, for individual creative work in order to understand ASD students. Sometimes we need to give ‘three steps back to move one step forward’. Three steps back is a diligent investigation that consists of four stages, namely stage of novitiate (refocus), stage of puzzles, and stage of fixing the puzzles and stage of creativity. What’s more, we need to reflect on our thoughtfulness by analyzing acronym C.A.M.P.A.I.G.N.E.R. with specific personality traits. Possessing background knowledge about the problem and ourselves we can move forward by implementing creatively possible solutions to our circumstances remembering about being in every situation ourselves.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2018, 13, 1; 274-287
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Transferring differentiation and integration through picking up students’ speech by hip-hop and its appreciation
    Autorzy:
    Janiec, Jerzy
    Powiązania:
    https://bibliotekanauki.pl/articles/951740.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    HHBE in IB
    HHPED in IB
    differentiation through Hip-hop
    integration through Hip-hop
    IB transfer skills through Hip-hop
    Opis:
    The main aim of this paper is to demonstrate the Hip-hop based Education (HHBE) and Hip-hop Pedagogy (HHPED) as two accommodating strategies that may be utilized fourishingly to differentiate a teaching-learning process further to integrate learners in any education-like environment, as the example the IB World School No. 006654 International School of Bydgoszcz (ISOB) has been chosen. This is the first study presenting international community in a truly homogeneous society (ca. 98% of Polish inhabitants in their country). The author enlists affirmative methodologies beginning with a hypothesis that the Hip-hop cultureis gaining popularity among adolescents in greater numbers. As a result of observations, interviews and survey he is acquainted with students’ wants and needs. There is a necessity to put them in a bigger picture by analyzing the phenomenon from a historical, sociological, political, economical and intercultural viewpoint on a local (Bydgoszcz’s) and global scale. And finally, the author is describing a use of the aforesaid strategies through transfer skills that are taught in the IB History and Social Studies classes.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2019, 16, 2
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Use of Gamification in the IB History Class and as a Tool for Form Teacher. New Empirical Research and Solutions
    Autorzy:
    Janiec, Jerzy
    Powiązania:
    https://bibliotekanauki.pl/articles/644986.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    IB
    gamification
    form teacher
    education
    history
    Opis:
    This article is a presentation of new empirical research and solutions for educators who tend to examine new methods and philosophies designed for improving teaching-learning process around the world. For that purpose, the author is introducing reader to the International Baccalaureate (IB) three-dimenstional way of creating school’s curriculum with concept-based approach and idea to transfer knowledge between disciplines using global, key and related concepts. Accomplishment of this work provides a chance to form solutions according to each school’s ‘wants and needs’, e.g. focusing on stimulation of pupils behaviour by implementing the Point System of Behavioral Assessment like in the IB World School No. 006654 case. And then teachers are able to standardize new teaching methods, such as gamification, successfully implementing them in their classes. What’s more gamification can be easily used as a tool for form teachers in order to improve pupils’ social skills and strengthening their involvement in a lesson.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2015, 7, 1; 105-120
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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